Understanding Undergraduate Students’ Perceptions of Feedback: Implications for Practice

Abstract

The objective of this study is to examine how undergraduate students perceive different types of feedback, such as oral, written, peer, corrective, and timely feedback. The study used a questionnaire with 345 students from three government universities in Multan. Data were analyzed using SPSS. Results indicated that oral, peer, and corrective feedback were more effective than written feedback. This study employed descriptive statistics (mean, variance, standard deviation) and inferential statistics (Chi-square, ANOVA, correlation). The Chi-square test results showed an association between gender. Oral feedback from teachers showed a less significant difference. The ANOVA tables assessed the factors of oral feedback: the F-value indicates whether there are notable differences among group means, while the p-value shows the likelihood of these results occurring. The ANOVA test shows significant results. The findings revealed that students found oral, peer, and corrective feedback more helpful than written feedback. Results also showed meaningful differences in how students from various backgrounds and genders responded to feedback. Overall, students valued feedback that was clear, supportive, and timely. This study recommends that teachers incorporate more interactive and constructive feedback methods, especially oral and peer feedback, to better support student learning and engagement.